Teaching social policy as if students matter: Decolonizing the curriculum and perpetuating epistemic injustice

Seckinelgin, Hakan

doi:10.1177/02610183221103745

Cited by 8 publications

(3 citation statements)

References 28 publications

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“…This research is a small step in a much-needed process for the sector at large: to consider the question posed earlier by one participant: 'How do you teach careers work from a perspective that is not mostly white?' We believe it is beholden on leaders, teachers and managers to initiate this discussion, listening to our minoritized colleagues, students and clients without delegating responsibility to them (Seckinelgin, 2022). Having considered these findings, the wider course team have continued diversification of teaching resources and engage in ongoing discussion of the decolonising processes appropriate to the development of an antiracist pedagogy of career development.…”

Section: Discussionmentioning

confidence: 99%

Is careers work white? A collaborative research project with minority ethnic students of career development practice

Frigerio¹,

Chen²,

McArthur³

et al. 2024

NICEC Journal

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The diversity of the career development profession plays a critical part in the sector’s ability to challenge inequality. At the same time, the awarding gap between the proportions of white students and UK minority ethnic students being awarded a higher degree classification in UK universities (where many career development practitioners train) is well documented. This article reports on a study devised to explore the experiences of UKME students on one institution’s career development courses and at work, in relation to their race and culture. It outlines the challenges and findings of the study that relate to the curriculum for trainee career development professionals, as well as pedagogic practices in professional development programmes. The article concludes with considerations for further decolonial practices for career development work.

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Section: Discussionmentioning

confidence: 99%

Is careers work white? A collaborative research project with minority ethnic students of career development practice

Frigerio¹,

Chen²,

McArthur³

et al. 2024

NICEC Journal

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“…All teaching material was basically from Denmark, with very few examples that originated from Greenland. Thus, we were working with Westernised material that created levels of hegemonic injustice (Seckinelgin, 2023).…”

Section: Repositioning Of Powermentioning

confidence: 99%

Repositioning Power Relations in Indigenous Social Work Education

Jensen,

Arnfjord

2024

NTPK

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In this article, we present the history of social work education in Greenland, from a professional training school in 1985 to a university BA-level education in 2008 and onwards to the present day. Mainly, we discuss how the education of Greenlandic social workers continually reflects on the decolonising elements of the curriculum. The latest step in this process has been the development of a new curriculum, which came into effect in the summer of 2022 after approval from students, external boards and the academic university board. The article will discuss the repositioning of power in the new social work curriculum, aiming to gradually make education more student-centred through a higher degree of collective responsibility for learning and by engaging in problem-oriented group work with self-determined research questions at the core of Greenlandic, thematic, social worker projects.

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“…Primer students and youth leading the 'Rhodes Must Fall', 'Fees must Fall' and 'Gandhi must Fall' movements 71 , followed by the eruption of Black Lives Matter protests in 2020 (ref. 72). PAR is a methodology that stands to contribute to decolonization-colonization through the development of alternatives to centralizing knowledge and power.…”

Section: ();mentioning

confidence: 99%

Participatory action research

Cornish

Breton

Moreno-Tabarez

et al. 2023

Nat Rev Methods Primers

167

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Participatory action research (PAR) is an approach to research that prioritizes the value of experiential knowledge for tackling problems caused by unequal and harmful social systems, and for envisioning and implementing alternatives. PAR involves the participation and leadership of those people experiencing issues, who take action to produce emancipatory social change, through conducting systematic research to generate new knowledge. This Primer sets out key considerations for the design of a PAR project. The core of the Primer introduces six building blocks for PAR project design: building relationships; establishing working practices; establishing a common understanding of the issue; observing, gathering and generating materials; collaborative analysis; and planning and taking action. We discuss key challenges faced by PAR projects, namely, mismatches with institutional research infrastructure; risks of co-option; power inequalities; and the decentralizing of control. To counter such challenges, PAR researchers may build PAR-friendly networks of people and infrastructures; cultivate a critical community to hold them to account; use critical reflexivity; redistribute powers; and learn to trust the process. PAR's societal contribution and methodological development, we argue, can best be advanced by engaging with contemporary social movements that demand the redressingl of inequities and the recognition of situated expertise.Nature Reviews Methods Primers | (2023) 3:34 2 0123456789();: Aims of the PrimerThe contents of the Primer are shaped by the authors' commitment to emancipatory, engaged scholarship, and their own experience of PAR, stemming from their scholar-activism with marginalized communities to tackle issues including state neglect, impoverishment, infectious Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author selfarchiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

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Teaching social policy as if students matter: Decolonizing the curriculum and perpetuating epistemic injustice

Cited by 8 publications

References 28 publications

Is careers work white? A collaborative research project with minority ethnic students of career development practice

Is careers work white? A collaborative research project with minority ethnic students of career development practice

Repositioning Power Relations in Indigenous Social Work Education

Participatory action research

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